The present study adds to TEFL discourse in several ways. First of all, it contributes to the widening of the canon as it focuses on Ugandan childrens fiction. Secondly, the research connects to the few empirical studies that exist in the field. It provides further implications for cultural and global learning and literary didactics in TEFL derived from insights into the mental processes of a group of Year 9 students in Germany engaging with Ugandan childrens fiction within the scope of an extensive reading project. With respect to research methodology, a qualitative study design was employed. Over a period of three months, 45 Year 9 students of two Gymnasien [grammar schools] in Baden-Württemberg and Bavaria participated in an extensive reading project with Ugandan childrens literature. For data collection, three different research instruments were triangulated: pre and post questionnaires, reading diaries and interviews. The analysis of the data was based on the principles of thematic coding (Flick, 1996). Hence, the focus was placed on selected cases in the first part of the analysis and then, in the second part, a thematic structure across cases was developed. The study provides important suggestions for both the advancement of theoretical discourses and teaching practice in the field of cultural and global learning in foreign language education. weiterlesen